YouTube in the Classroom

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International Journal of Advanced Research in Education and Society e-ISSN: 2682-8138 | Vol. 4, No. 4, 176-179, 2022 http://myjms.mohe.gov.my/index.php/ijares

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YouTube in the Classroom

Rasfan Abu Bakar^1*

1 Faculty of Animation & Multimedia, Akademi Seni Budaya & Warisan Kebangsaan (ASWARA), Kuala Lumpur, Malaysia

*Corresponding Author: [email protected] Accepted: 15 January 2023 | Published: 31 January 2023

DOI:https://doi.org/10.55057/ijares.2022.4.4.16

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Abstract: Video tutorials on YouTube are considered an effective tool for communicating, learning and teaching materials to a wide audience. Many have reported that learning through YouTube videos enables the audience to achieve better learning outcomes because the videos are available anytime and anywhere, with the flexibility of playback, repeat, and pause options.

As such researchers have confirmed the role of YouTube in supporting and developing educational systems (McMullen, 2011). This paper aims to understand how YouTube can be used as an educational tool and its strategies for integration into the educational system.

Keywords: YouTube, communication, learning, teaching and flexible

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1. Introduction

The development of information technology has long offered benefits and solutions as an innovative tool to enhance educational systems. The popularisation of social media over the years and proliferation of technological devices for communication has revolutionised the global social sphere. Moreover, the transition from static HTML web pages to a dynamic web with the introduction of Web 2.0 offers various features that have the potential to facilitate online-learning (Ebied, Kahouf & Rahman, 2016).

YouTube has surfaced as a potential tool in the educational field due to its functions and applications. Launched in 2005, YouTube is a social media platform that offers individuals to watch and share original user created content. It functions as a forum that informs, connects, and inspires people all over the world. As such, researchers have identified YouTube as a powerful educational and motivational tool in the 21^st century classroom (Duffy, 2007).

Video tutorials on YouTube are considered an effective tool for communicating, learning and teaching materials to a wide audience. Many have reported that learning through YouTube videos enables the audience to achieve better learning outcomes because the videos are available anytime and anywhere, with the flexibility of playback, repeat, and pause options. As such researchers have confirmed the role of YouTube in supporting and developing educational systems (McMullen, 2011). This paper aims to understand how YouTube can be used as an educational tool and its strategies for integration into the educational system.

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2. Literature Review

With the introduction of Web 2.0, the World Wide Web has transformed from a ‘read only’ to a ‘read write web’. This has facilitated the evolution of the online world into becoming a community of social information and idea networking. Furthermore, the shift provides multiple platforms for educators and students to create, exchange information, and collaborate in more engaging and interactive ways that traditional teaching models could not achieve (Duffy, 2007). YouTube has been identified as a potential tool for improving the educational system.

However, to understand how YouTube is able to enhance the process of learning it is important to comprehend what YouTube represents.

YouTube is a video-sharing website that allows users to share, upload, and view videos. Users who sign up with an account on the website are able to access various functions such as creating playlists, subscribing and following other YouTube accounts, or even promoting their own videos. The website is credited for the development of user-generated content and the revolution of social media. YouTube offers a wide range of utilities to assist the process of learning and some are arguably more useful than other educational contexts (Alwehaibi, 2015).

Duffy (2007) also highlighted that YouTube should be treated as more than a mere video sharing website or ‘virtual library’ and explore its socialising, creating, commenting, and collaborating applications.

The topic of using videos in teaching and learning has long been a subject of research with many known benefits. Videos that are incorporated into student-centred learning activities are able to engage and inspire student’s more than traditional methods. Wilmot (2012) stated several positive outcomes such as increased motivation, enhanced communication skills, and higher overall marks. Learning through videos compared to traditional lectures are also a more relevant learning method for the younger generation who are exposed to technology from a young age and prefer more stimulation.

Learning through videos is also closely related M-Learning. M-Learning is generally defined as learning that occurs through the use of mobile and personal devices such as smartphones, notebooks, and tablets. Romrell, Kidder and Wood (2014) identified two characteristics of M- Learning. Firstly, the individualised devices which are the student’s choice in device and its design that suits the student’s personal needs and wants. Secondly, the connection of the device to the web that allows student access to the internet, videos, instant messaging, and more.

Moreover, videos as a mainstream educational distribution medium are able to reduce the cost of production. YouTube is a prime example as it allows anyone with internet access, camera, and computer to create, view, and distribute videos. Teachers do not need to purchase professional equipment to be able to make the videos. They only need to ensure the videos are clear and to make it easier for students they can also include subtitles in the video easily with free video editing tools.

3. Discussion

The study by Wilson (2015) supports the use of YouTube in the classroom as an educational resource and looks into strategies to implement YouTube into the classroom by educators.

Wilson (2015) found that there are several issues when integrating YouTube into the classroom. This includes the lack of awareness educators have regarding the functions YouTube offers, the importance of technological knowledge in relation to the TPACK

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framework, the time require to make videos, the shift in classroom management strategies to accommodate students of different age levels and the impact of internet disruptions and school board policies on video watching in the classroom.

Practical applications of using YouTube for instructional purposes are myriad. One prime example is using YouTube to enhance oral communication. Students are able to upload their presentations to video sharing sites such as YouTube instead of e-mailing their videos to their instructors which may face problems especially in regard to file size. This allows both instructor and classmates to view the presentation as they would in a standard classroom setting. Furthermore, instructor and classmates are able to post constructive criticism in the comments section or even have discussion threads. The written feedback allows the students who are being evaluated to review and understand the comments in their own time. Classmates who may be shy to speak up in the classroom will also be more encouraged to write reviews in the comment section instead (Gentry, 2008).

Besides its practical applications, YouTube is an effective tool in achieving higher learning outcomes. According to Ebied, Kahouf and Rahman (2016) using YouTube in the educational context has accomplished superior academic achievements compared to traditional teaching methods because students acquire computer skills that are relevant to the professional business which distinguishes them from others. Students require computer skills to enable them a range of renderings that should in applied in accordance with the methods and procedures and sequential steps with precision and speed of delivery.

The implementation of YouTube in the educational process greatly bridges the gap between faculty staff and teaching experiences and between the objectives of the target matrix learning outcomes of universities under the application of total quality system in the educational process. Furthermore, the aptitude to use videos as educational tools and the acquisition of skills in relation can reduce the gap between theory and practice (Forbes & Hickey, 2008).

The study by Alwehaibi (2015) also supports in the positive impact of YouTube on enhancing students’ learning. The availability of YouTube anytime and anywhere reduces the teachers teaching load while also increasing the student’s motivation towards learning. The combinations of several multimedia elements such as image, sounds, and movement that create an enjoyable and entertaining atmosphere are able to capture the student’s attention. The ability to pause and playback allows the student to learn at their own pace, especially for topics which require repetition (Ebied, Kahouf, & Rahman, 2016).

4. Conclusion

YouTube offers many services including viewing, sharing, uploading, downloading videos in addition to promoting communication through exchange of views in the comment section.

These activities facilitate the transfer of scientific and educational contents via E-contents, providing students with active learning opportunities which help to achieve greater learning outcomes. Various studies support YouTube as an effective tool in teaching computer skills and in academic achievement. Both students and teachers are able to benefit from the application of YouTube in the classroom.

The incorporation of YouTube in the classroom however is not without its challenges. Issues such as the awareness of educators to the functions provided by YouTube, internet connectivity and among others may affect the use of YouTube in learning. As such teachers and faculty

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members should be trained to develop and manage videos to ensure a proper and effective implementation of YouTube in the learning process. The rapid nature of technology requires the educational community to be current with their technological practices and in managing digital classrooms. However, the benefit far outweighs the challenges.

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